Parental engagement and the impact on the education system Mike Briscoe, Director, Institutions, Becta Janice Bernard, Headteacher, Perins School, Alresford, Hampshire BETT 08 Wednesday, 9 January 2008 This seminar will introduce: • The importance of parental engagement • Indications of impact - and what parents say • Recent developments including the Children’s Plan • What it means in school • Improving what we already do in school • Moving to real-time reporting • What needs to happen and when • What is available to assist and how to find out more The Parents’ Premium • Parental involvement in a child’s schooling between ages 7 and 16 is a more powerful force than family background, size of family and level of parental education (Feinstein, L & Symons, J. Oxford Economic papers, 51 (1999)) Effects of parents/Effects of schools: Achievement Parent effect School effect Age 7 0.29 0.05 Age 11 0.27 0.21 Age 16 0.14 0.51 What is it that makes a difference? A father’s interest in a child’s schooling is strongly linked to educational It is the ‘at-home’ outcomes for therelationships child; and (Hobcraft. CASE briefing Novmodelling 1998) of aspirations which play Very high parental the major part interest in impactis associated on school outcomes. with better exam (Desforges 2003) results than for children Pupils’ achievement in the whose parentsschools show no where the impact interest of (NCDS 1999) parental involvement was [judged They to be][parents] should be supported… providing the outstanding had clearly results of periodic improved. (Ofsted 2007) assessments for parents in an easy to understand format, such as using ‘traffic lights’ to indicate children’s understanding of key concepts (2020 Vision: recommendations) What is it that makes a difference? A father’s interest in a child’s schooling is strongly linked to educational It is the ‘at-home’ outcomes for therelationships child; and (Hobcraft. CASE briefing Novmodelling 1998) of aspirations which play Very high parental the major part interest in impactis associated on school outcomes. with better exam (Desforges 2003) results than for children Pupils’ achievement in the whose parentsschools show no where the impact interest of (NCDS 1999) …It’s what parents do rather than who they are that counts parental involvement was [judged They to be][parents] should be supported… providing the outstanding had clearly results of periodic improved. (Ofsted 2007) assessments for parents in an easy to understand format, such as using ‘traffic lights’ to indicate children’s understanding of key concepts (2020 Vision: recommendations) What parents say (Parents’ Involvement in Children’s Education survey 2007) • 57% would like to be updated termly or more often • 79% would find web access to reports on their child very or quite appealing Using technology in schools (Harnessing Technology review 2007) “Technology enables the achievement of productive time efficiencies most where it is embedded effectively across the institution. Teachers report time savings using technology in lesson planning and lesson delivery. However, overall, evidence suggests that efficiencies from technology relate mainly to quality improvement for the same resource input and improved use of practitioner time, rather than significant time savings.” Parents will be contacted by a staff member at secondary school before their child starts at the school; Parents will be able to attend information sessions at the new school; Every child will have a personal tutor who knows them in the round, and acts as a main contact for parents; Parents will have regular, up-to-date information on their child’s attendance, behaviour and progress in learning; Parents Councils will ensure that parents’ voices are heard within the school; Parents’ complaints will be managed in a straightforward and open way. Department for Children, Schools and Families The Children’s Plan Building brighter futures Presented to Parliament by the Secretary of State for Children, Schools and Families by Command of Her Majesty December 2007 Parents will be contacted by a staff member at secondary school before their child starts at the school; Parents will be able to attend information sessions at the new school; Every child will have a personal tutor who knows them in the round, and acts as a main contact for parents; Parents will have regular, up to date information on their child’s attendance, behaviour and progress in learning; Parents Councils will ensure that parents’ voices are heard within the school; Parents’ complaints will be managed in a straightforward and open way. Department for Children, Schools and Families The Children’s Plan Building brighter futures Presented to Parliament by the Secretary of State for Children, Schools and Families by Command of Her Majesty December 2007 “Parents will have regular, up to date information on their child’s attendance, behaviour and progress in learning;” • By September 2008 all secondary schools will be expected to provide information to parents covering achievement, progress, attendance, behaviour and special needs, on a timely and frequent basis – this should be at least once per term. • By September 2010 all secondary schools will need to offer parents real-time access to this information (including the opportunity for secure online access) wherever they are and whenever they want. • Primary schools must also meet the basic requirement by September 2010 and the real time requirement by 2012. Janice Bernard, Perins school • Every learner wants to do well • I want all my children to do well • We need all our parents involved • All of us want to talk about what matters – when it matters Learner Parent School Parents – improving engagement Exploit the development of new technologies so that a better shared understanding of children’s progress contributes to improved outcomes All parents should have the confidence and knowledge to engage with their child’s school as an equal partner Parental engagement – serious improvement in reporting to parents to raise the quality of dialogue between learners, parents and teachers (real-time reporting) Learner Access from home Home and course work Access to resources Access to materials Community information Parents resources Parent Email exchanges Parent and learner days Online reporting Mobile ‘phone alerts SMS texting Electronic reports School Real-time access, reporting and dialogue Access from home Home and course work Access to resources Access to materials Community information Parents resources Email exchanges Parent and learner days Online reporting Mobile ‘phone alerts SMS texting Electronic reports Learning Platforms Real-time access, reporting and dialogue Aspirational and innovating Coherent and embedded Moving in a number of areas MIS Developing new approaches Absolute basis of reporting supported by ICT (MIS) Little in place 2010 Learning Platforms 2012 Real-time access, reporting and dialogue Aspirational and innovating Coherent and embedded Moving in a number of areas MIS Developing new approaches Absolute basis of reporting supported by ICT (MIS) Little in place A range of support to help schools including: • influential research papers and education reports on the subject • a growing and categorised resource base - experiences of a wide range of schools • online, real-time experiences of others through blogs written by teachers • set reporting in the wider context of school development • self audit support - assess your school’s readiness for real time reporting and determine priority areas for attention • access to tips, ideas and resources to help For more information: Visit us on Stand J40 – National Hall Visit us online at http://www.becta.org.uk
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